Web developer
Description
A web developer is responsible for the technical design of web sites. Along with the technical design the web developer is involved in the maintenance of the web sites. A web developer is different to a web designer; the developer is responsible for the technical aspects of web sites and applications, while the web designer is responsible for the look and feel of the site or application, i.e. colours, graphics branding etc.
In order to plan, produce and maintain web sites, the web developer will use web programming languages, particular software applications and technologies. A web developer will work closely with other ICT professionals such as web designers, business analysts, information analysts, network and usability specialists.
A web developer exhibits a combination of capabilities from the Skills Framework for the Information Age (SFIA) and from the Leadership competencies for Queensland.
SFIA profile
Within the SFIA profile, the web developer has level 4 and 5 capabilities, i.e. enables, ensures and advises on the skills outlined below.
Refer to the framework for descriptions of the seven levels of responsibility and accountability.
| SFIA skill code | SFIA skill level of responsibility | SFIA skills level descriptor |
|---|---|---|---|
Content publishing | ICPM | 5 | Plans and manages content publishing activities and assignments. Develops standards, processes and practices for consistent content publishing across one or more platforms/channels. Advises on the approach and techniques to be used for content publishing. Advises on approaches for content publishing and creator collaborations. Assures design of the overall content structure and style. Ensures publication processes comply with agreed policies and strategies and legal requirements. |
Functional testing | TEST | 4 | Selects appropriate functional testing approaches, considering risk, criticality and complexity. Develops, automates and executes comprehensive test plans and cases. Configures environments to mirror real-world usage, collaborates with stakeholders to refine requirements and manages scalable automated testing frameworks. Identifies and mitigates risks during testing, provides detailed analysis and reports on functional test activities and results, including work done by others. |
Consultancy | CNSL | 5 | Takes full responsibility for understanding client requirements including data collection, analysis and resolving issues. Manages the scope and delivery of consultancy engagements to meet agreed objectives. Identifies, evaluates and recommends options. Collaborates with, and facilitates, stakeholder groups, as part of formal or informal consultancy agreements. Seeks to fully address client needs and implements solutions if required. Enhances the capabilities and effectiveness of clients by ensuring proposed solutions are fully understood and appropriately exploited. |
Specialist advice | TECH | 5 | Provides professional advice that informs operational leadership and influences the translation of strategy into operations in their specialist area. Oversees the provision of specialist advice by others. Consolidates expertise from multiple sources, including third-party experts, to provide coherent and professionally sound advice to further organisational objectives. Supports and promotes the development and sharing of specialist knowledge within the organisation. |
SFIA skillLeadership skills
Leadership competencies for Queensland describes what highly effective, everyday leadership looks like in the sector. In simple, action-oriented language, it provides a common understanding of the foundations for success across all roles. The profile describes three performance dimensions (vision, results and accountability) and 11 leadership competencies required against five leadership streams.
Leadership streams are not connected to a level or classification, but rather reflect the balance between leadership and technical skills required of an individual. Individuals can consider the value proposition of roles rather than the traditional lens of hierarchical structures or classification levels. The five leadership streams are:
- Individual contributor (Leads self and does not supervise others)
- Team leader (leads a team and typically reports to a program leader)
- Program leader (leads team leaders and/or multiple areas of work)
- Executive (leads program leaders or other executives)
- Chief executive (leads the organisation).
When developing a role description, identify the role type and then focus on the most important attributes and create a balance between SFIA skills and leadership skills.
Entry points
A tertiary qualification is not generally required to begin a career as a web developer, however, a detailed and solid understanding of variety of back-end programming languages (such as Microsoft.Net, Java, Node JS etc.) as well as some knowledge of front-end languages (such as HTML5, CSS, JavaScript etc.) are a minimum that would be required. Familiarity with common open source frameworks and development workflows (such as source code management, integration testing and continuous deployment) is beneficial.
However, having of tertiary qualification in areas such as information technology will make it much easier to gain employment as a web developer. A certificate or diploma course in information technology that is conducted though TAFE will provide the basic skills that are required to start in this career. Generally, it is expected that TAFE students will have a minimum of Year 10 to be accepted to a Certificate course and Year 12 to be accepted to a Diploma level course.
A traineeship is another way to enter a career as a web developer. A careers advisor will be able to provide assistance on gaining a traineeship in information technology (multimedia).
Learning and development
Finding a course that will increase your skill in a specific area is difficult. On the job experience, in-service training or a course at TAFE or University are all considered to be highly beneficial.